Puppets and Inclusive Practice: Engaging All Learners through Drama and Puppetry in Preschool Contexts

Autor/in	Karaolis, Olivia
Titel	Puppets and Inclusive Practice: Engaging All Learners through Drama and Puppetry in Preschool Contexts
Quelle	In: Teachers and Curriculum, 22 (2022) 2, S.7-16 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1174-2208
Schlagwörter	Puppetry; Inclusion; Drama; Preschool Children; Early Childhood Education; Foreign Countries; Teacher Attitudes; Attitude Change; Preschool Teachers; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Puppenspiel; Inklusion; Schauspiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Erzieher; Erzieherin; Kindergärtnerin; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	Inclusive practice in education is supported by a compelling body of research (Cologon, 2019; Graham, 2020; Raphael et al., 2019) policy recommendations (Department of Education, Employment and Workplace Relations [DEEWR], 2009; Te Tahuhu o Te Matauranga--Ministry of Education, 2017(Commonwealth of Australia. (2003)) and mandated by legislation such as the Disability Discrimination Act of 1992 (DDA) (Commonwealth of Australia, 2003). It is also reflected in the Australian and New Zealand Professional Teaching Standards (Australian Institute for Teaching and School Leadership, 2014; Teaching Council of Aotearoa New Zealand, 2017). Early Childhood Australia [ECA] (2016) states that "inclusion means that every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs" (p. 2). This paper explores what this means for early childhood educators and examines the concept of inclusion through the stories of two children and two puppets. A story that outlines how the perspectives of teachers shifted to create places of learning that were welcoming and more inclusive to every child. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01